Ninth-grade algebra I and literature /composition end -of -course test performance, attendance, discipline, and transition strategies.

摘要

Middle-to-high school transition activities improve retention and graduation rates, reduce academic challenges, and support student social development. The purpose of this study was to investigate ninth-grade algebra I and literature/composition end-of-course test performance, attendance, and discipline in relationship to transition strategies used by counselors, graduation coaches, and instructional staff in a school district. A sequential explanatory design including quantitative and qualitative data was used in this research. Chi square and Cramér's V analysis were used to identify significant changes in attendance, discipline, and end-of-course test performance between 2004 and 2008. Academic performance analysis revealed Caucasian ninth-grade literature/composition end-of-course test performance improved between 2004 and 2008. Open-ended surveys were distributed to eighth- and ninth-grade instructors, middle and high school counselors, middle and high school graduation coaches, and middle and high school administrators. Future transition studies may focus on English language learners and special education students.